1. Lesson 3.1.3 Day 1 – Teacher Notes
Standard:
Preparation for 6.NS.3
Operations with decimals.
Chapters 5 and 7 – Multiplying and dividing decimals
Lesson Focus:
Focus is to see how portions can be written in multiple ways, (fraction, decimal, percent, words, etc.).
(3-39)
I can convert among fractions, decimals, and percents.
Calculator: No
Literacy/Teaching Strategy: Swapmeet

2. 3-31. For each of the following portions, draw a diagram of the mixture in the jar.  Then shade a layer that would correspond to this portion of raisins.  Finally, order these portions from least to greatest.
40%
1 4
25%
1 3

3. 3-32. At Cassie’s Cashew Shoppe, a sign says, “Today only: 20% off anything.”  Maribel realizes that she has a coupon for  1 5   off the price of anything in the shop.  Which discount should she use, the 20%-off deal or the   1 5 -off coupon?  Does it matter?  Explain.

4. 3-33. Maribel is taking advantage of the sale at Cassie’s Cashew Shoppe.  She wants to figure out how much she will save on a purchase of $34.  Maribel’s percent ruler is shown below.  Copy the ruler on your paper and help her figure out what 20% of $34 is.

5. 3-34. As you have discovered, any fraction can be rewritten in many equivalent ways.  When choosing a denominator that will work to add two fractions, there is no single correct choice.  Often, people find it convenient to use the smallest whole number that all denominators divide into evenly.  This number is called the lowest common denominator.
For example, when adding the fractions  , you could choose to rewrite each fraction with 48 or 96 in the denominator.  However, the numbers will stay smaller if you choose to rewrite each fraction with a denominator of 24, since 24 is the lowest number that 3, 6, and 8 divide into evenly.  (Dividing into a number evenly means that there is no remainder.)
For each of the following sums, first rewrite each fraction using the lowest common denominator.  Then add.  Read the Math Notes box in this lesson for additional help.
a b

7. p Day to 3-39

9. 3-36. BUILD IT, DRAW IT, WRITE IT, SAY IT
In Section 2.2, you used a hundred block to represent the number 100. For your work in this section, you will use this block to represent one whole or 100%, also described as 1, as 100/100, or as one hundred out of one hundred. The block will be referred to as the 100% block. Since a whole block represents 100%, 50% (50/100, 5 out of every 10, or ) can be represented by the diagram right. When the large square block represents 100%, what do each of the other blocks you have worked with represent?

10. 3-36 (cont.)
Obtain a set of Base Ten Blocks or use: Base Ten Blocks (CPM) and a copy of the Lesson 3.1.3A Resource Page from your teacher. For each of the portions listed below:
Build the portion on a 100% block.
Draw a diagram of the portion on your resource page.
Write the portion in at least two different equivalent representations.
Write out how you could use words to say or name the portion two different ways.

12. Erik and Tate cannot agree on the amount shaded on the 100% block shown at right. Erik says, “It shows 2 tenths of the 100% block… and 3 hundredths of the block,” while Tate says, “It shows 23 hundredths of the whole block.”
What would you tell Tate and Erik? Justify your response with words and pictures.
Another representation of the number shown on the 100% block above is a decimal, which would be written as Compare this number to how Erik and Tate described the value. What similarities do you notice?

17. HOMEWORK